Day 1 Teaching
Introduce Paul Cookson and David Harmer’s collection of monster poems, It’s Behind You! and read children It’s Behind You and The Beast from the Deep Abyss. Discuss monsters the children know from books, films and songs and ask children what they think about monsters in general. Model creating a monster of your own, using evocative language to describe its appearance, movements and habits.
In mixed-ability pairs or trios, children share ideas about their own ultimate monster. They draw their monsters, referring to Carl Flint’s illustrations in It’s Behind You! for inspiration. They add descriptive captions and labels to their drawings.
Day 2 Teaching
Rereading poems from yesterday’s lesson, help children to compare and contrast poems in terms of their subject matter, tone and form. Confirm understanding of the terms verse, free verse, rhyme and rhythm. Read two new poems, Next Door and There Are Gribbles, and prepare children to discuss these poems and to compare them with one another.
Children work in ability-related pairs to re-read Next Door and There Are Gribbles. They use a poetry checklist to compare the two in terms of subject, tone and form. Some complete their work with adult input. Some extend their work and read and comment on a further poem, Phew!
Day 3 Teaching
Read A Million Muddy Monsters to children and ask class to consider which of the poems they have read and heard they have enjoyed most. Prompt children to articulate reasons for their choices. Model using notes to capture ideas about a favourite poem on a planning sheet.
In ability-related pairs, children select the poem they have most enjoyed in the Unit. With partners, they discuss why they like the poem so much and record their thoughts in note form on their Planners. Some work with adult support while others also consider which groups they think might like their poem and why.
Day 4 Teaching
Remind children of their project to write an appreciation of their favourite poem from It’s Behind You! Model converting notes and jottings into finished, punctuated sentences using best handwriting. Make deliberate errors in terms of word-spacing, capitalisation and punctuation for children to notice and correct.
Working independently or in ability-related pairs, children write their poem appreciations. They draw on their notes compiled in yesterday’s class and use their best handwriting to present their thoughts. they also use accurate sentence punctuation and careful word spacing to produce work for display. Some work with adult support.